Synectics-based vocabulary teaching produces significantly higher retention of targeted vocabulary than the direct method five weeks after instruction¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 Experimental groups scored significantly higher than control groups on the retention test of the 24 targeted words (t=8.89, p<.00, d=1.96). → Bahadır ERİŞTİ – Mustafa POLAT 2017
Evidence¶
Bahadır ERİŞTİ – Mustafa POLAT 2017¶
Bahadır ERİŞTİ – Mustafa POLAT. (2017). THE EFFECTIVENESS OF SYNECTICS INSTRUCTIONAL MODEL ON FOREIGN LANGUAGE VOCABULARY TEACHING. International Journal of Languages’ Education and Teaching, Volume 5, Issue 2. https://doi.org/10.18298/ijlet.1753
q3 · i3 · causal · r2
Retention test administered five weeks after the posttest on the same 24 targeted words in the same four-group experiment. The article reports means of 18.94 vs 11.55 and effect size d=1.96, described as a very significant effect in favor of the experimental groups.
"the mean of the experimental groups is ( =18.94) and the mean of the control groups is ( =11.55). Independent t -test shows that the difference between the means of the groups is statistically significant in favor of the experimental groups (t=8.89, p<.00)."
Discussion¶
Related Claims¶
- Synectics-based teaching produces significantly higher retention of indirectly learned vocabulary than the direct method — related
- Synectics-based vocabulary teaching produces significantly higher learning of targeted vocabulary than the direct method in English preparatory classes — related
- Synectics-based teaching leads students to learn far more words indirectly during the process, with significantly higher learning levels of those words — related
- Differences between the paired experimental groups and between the paired control groups are not statistically significant on achievement or retention tests — related
- Within-group score changes across pre-test, post-test and retention test were significant in both pretested groups, with larger variance explained in the experimental group — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.